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Patient education
Published in Alejandra Vilanova-Sánchez, Marc A. Levitt, Pediatric Colorectal and Pelvic Reconstructive Surgery, 2020
Meghan Fisher, Stephanie Vyrostek, Kristina Booth
For many patients and families, they may be entering a new phase of treatment with rectal enemas. This can be a scary time for them as they may not be familiar with the process of a rectal enema. Create time after the talk to provide group teaching on how to give an enema. In their clinic appointment, one-on-one teaching can also be completed with individuals on how to perform an enema. Consider the importance of the teach-back method in this process. Ensure the family follows your instructions and adequately performs the treatment themselves.
India’s national TB programme
Published in Helen Macdonald, Ian Harper, Understanding Tuberculosis and Its Control, 2019
Translational research involved several steps. First, the team generated alternative responses to each question frame. Next, potential responses were presented to participants in focus groups composed of current and former TB patients. A teach-back method (Kripalani & Weiss, 2016; Schillinger et al., 2003) was employed. Patients were first asked to comment on whether the question posed in the regional language was clear or needed to be reworded. Next, the participants were asked to explain how they interpreted each response option—rephrasing the response using their own language. Responses were reworded when this was felt necessary. Researchers then asked participants which of the alternative responses they found most understandable and convincing, and which ones they found least understandable or vague. The team was at once attentive to the sensitivity and specificity of messages. Messages selected not only had to be popular, but least likely to be misunderstood.10 After several rounds of focus groups using different iterations of question and answer frames, an educational guide was developed and pretested. The next step was to secure permission and funding to pilot test the educational guide and to see how effective it was in both increasing patient perceptions of quality of care and reducing non-adherence to treatment.
Communication strategies with the adolescent patient
Published in Joseph S. Sanfilippo, Eduardo Lara-Torre, Veronica Gomez-Lobo, Sanfilippo's Textbook of Pediatric and Adolescent GynecologySecond Edition, 2019
Throughout the visit, it is important to check in with the patient regarding her understanding of what is happening and the next steps of the visit. In the teach-back method, the patient's understanding of what has just been communicated is elicited by the provider. This is a helpful way of making sure that the patient's silence is not the result of confusion or intimidation, and the patient has understanding of the process. An example of this would be, “Could you please tell me what you understood from our discussion about how the IUD works?”
Effect of teach-back method on breastfeeding success: A single blind randomized controlled study
Published in Health Care for Women International, 2023
Arzu Kul Uçtu, Nebahat Özerdoğan
The development of breastfeeding self-efficacy is influenced by many variables. However, it is stated that the mother will increase in direct proportion with increasing self-care skills and encouraging her baby to feed her own milk. Determining the factors that negatively affect the initiation and maintenance of breastfeeding starting from the prenatal period, breastfeeding support, counseling and training for possible risks increases the self-efficacy and performance rates of breastfeeding. Various theory and approach models are used in training and consultancy services for this purpose. Teach-Back method, which is expressed as a communication technique, although it is not a theory or a model, is an application recommended for use in health education (Akbarzadeh et al., 2012; Kim & Dee, 2017; Tol et al., 2013; Wilson et al., 2008). The Teach-Back method was initially developed as a communication technique for patients to remember important information about their diagnosis, treatment or medication and understand what to do (Weiss, 2007). The method requires remembering and explaining any information learned during the interaction between the health care team and the clients. It has been observed that the use of the Teach-Back method can be used effectively in increasing the level of learning and comprehension of individuals lacking health knowledge, contributing to positive health behaviors and reducing return to health institutions, and has been used in different areas that require patient education (Aittasalo et al., 2006).
Bridging the gap: Key informants’ perspectives on patient barriers in asthma and COPD self-management and possible solutions
Published in Canadian Journal of Respiratory, Critical Care, and Sleep Medicine, 2020
Jessica Shum, Iraj Poureslami, Darrin Wiebe, Iris van der Heide, Roya Hakami, Laura Nimmon, Selva Bayat, J. Mark FitzGerald
The teach-back method was the most common method used among the participants for assessing patient understanding. Similar to encouraging patients to ask questions, the study participants indicated that the teach-back method was also a way to determine whether patients heard and understood the information that was taught. This technique was described as being useful by a clinician [12/female]: “… you have to ask them to repeat back to you what information you have given, and if you have instructed them on an inhaler, you have to ask them to repeat back to you how it’s done, or to perform to you how it’s done. But you have to evaluate, test them, to see whether they actually understood you or not.”
A quasi-experimental study examining a nurse-led education program to improve knowledge, self-care, and reduce readmission for individuals with heart failure
Published in Contemporary Nurse, 2019
Martha S. Awoke, Diana-Lyn Baptiste, Patricia Davidson, Allen Roberts, Cheryl Dennison-Himmelfarb
Nurses on the designated units were asked to complete an initial Conviction and Confidence Scale. A Conviction and Confidence Scale measures the nurse’s belief and confidence level when using teach-back method during patient education. Teach-back method is an educational technique that actively engages patients during nurse education by prompting patients to reiterate their understanding (Agency for Healthcare Research and Quality, 2015; Xu, 2012). Using teach-back method ensures that patients are engaged and assume ownership of their own health (Agency for Healthcare Research and Quality, 2015).